After first introduced in 1995 by Bernie Dodge and Tom March, webquests have inundated the K-12 classroom. (Dodge, 1995) WebQuests are designed to support students' critical thinking particularly at the levels of analysis, synthesis and evaluation. Recently, studies have emerged focusing on the use of webquests in teacher education (Hassanien 2006; Zheng et al 2005). In an effort to prepare new teachers to be abreast of current trends in technology, teacher preparation programs must explore ways to integrate technology to provide authentic experiences for their candidates. It is important to note that The International Society for Technology in Education initiated standards for teachers to assist them with effectively integrating technology in the classroom. In addition to exposing teacher education candidates to technology usage to support the curriculum, webquests can also be a teaching tool to effectively support problem solving within the context of issues in education. As a result, this method can be employed to increase teacher education candidates' understanding of diversity. Since incorporating technology across the K-12 curriculum is an integral goal for teacher education, webquests can be a strategy to both encourage technology usage as well as supporting candidates' understanding of cultural diversity (Sahin 2003). This paper will discuss the planning and delivery of specific webquests designed for a cultural diversity module taught as part of an undergraduate foundations course at Samford University in Birmingham, Alabama.